SAJUARKUTI A.M.M. PRE SR. MADRASSA

SAJUARKUTI A.M.M. PRE SR. MADRASSA was established in 2004 and it is managed by the Pvt. Aided. It is located in Rural area. It is located in GAURIPUR block of DHUBRI district of Assam. The school consists of Grades from 6 to 8. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Assamese is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Private building. It has got 3 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 0 boys toilet and it is functional. and 0 girls toilet and it is functional. The school has a playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms.The school has no computers for teaching and learning purposes The school is not having a computer aided learning lab. The school is Provided and Prepared in School Premises providing mid-day meal.

Sajuarkuti A.M.M. Pre Sr. Madrasa: A Comprehensive Overview

Sajuarkuti A.M.M. Pre Sr. Madrasa, a private aided co-educational school located in the rural area of Gauripur block, Dhubri district, Assam, offers upper primary education (classes 6-8) to students. Established in 2004, the institution serves the community with a dedicated team of eight teachers, including six male and two female educators, under the leadership of Head Teacher Hafiz Noor Hussain. The school’s instruction medium is Assamese.

Infrastructure and Facilities: The school operates within a private building, comprising three classrooms in good condition and additional rooms for non-teaching activities and the head teacher. While the school boasts a playground, it currently lacks a boundary wall and electricity connection. Drinking water is accessible via hand pumps. Importantly, there is a midday meal program, with meals provided and prepared on the school premises.

Academic Focus and Resources: The school follows an upper-primary curriculum, catering to students from classes 6 to 8. While affiliated with “Others” for class 10 and 10+2 examinations, the institution’s focus remains on providing quality education within its grade range. The absence of a library or computers limits access to supplementary learning resources, highlighting a potential area for future development. The school’s absence of computer-aided learning facilities indicates a reliance on traditional teaching methods.

Accessibility and Inclusivity: The school is easily accessible via an all-weather road. However, the lack of ramps for disabled children presents a challenge for inclusivity, suggesting a need for future infrastructure improvements to ensure accessibility for all students.

Management and Staffing: The school is managed privately and aided, indicating a blend of private and government support. The absence of contract teachers underscores the commitment of the core teaching staff to the institution. The school is not residential, ensuring that all students return to their homes after school hours.

Challenges and Opportunities: The lack of a boundary wall, electricity, computers, and library resources presents challenges that could hinder the school’s overall performance. However, opportunities abound to improve these aspects of the institution, including securing external funding for infrastructure development. Furthermore, introducing computer-aided learning could enhance the quality of education offered.

Community Engagement: The school plays a vital role in the local community by providing essential educational services. The commitment to providing midday meals strengthens its connection to the community and supports the students’ well-being. Continued engagement with parents and community members will be vital to its success.

Future Outlook: Sajuarkuti A.M.M. Pre Sr. Madrasa holds the potential for significant growth and improvement. Addressing the current infrastructure gaps and enhancing learning resources would greatly benefit the students and the community. Securing funding and partnerships with relevant organizations could be instrumental in realizing these improvements.

Conclusion: Sajuarkuti A.M.M. Pre Sr. Madrasa, despite its limitations, stands as a crucial educational institution in a rural setting. Efforts to address its challenges and capitalize on its opportunities would ensure its continued success in providing quality education for its students. The dedicated teaching staff and the existing infrastructure lay a solid foundation for future development and progress. The school’s commitment to providing a midday meal program demonstrates a commitment to the well-being of its students.